Developing a pre-sessional English course for international dL students: a case of E- volution

1. Developing a pre-sessional English course for international dL students: a case of E-volution Tony Lynch English Language Teaching Centre (ELTC) University of Edinburgh

2. Outline • Background • Research and design • Materials • Pilot course: participation and evaluation • Conclusion

3. Background • Distance Education Initiative at Edinburgh • Online Distance Learning (ODL) Masters programmes • Aim: equal number of ODL and on-campus students within 10 years

4. English language support Identified as priority for ODL students: • already access to ELTC in-session programme • but no equivalent of ELTC pre-sessional programme • Online Academic Presessional Language course (OPAL)

5. OPAL: initial plan Pilot course summer 2013 • Intensity: 20-25 study hours over 5 weeks • Scope: focus on academic writing • Level: all students at or above English level for programme • Aim: to improve written accuracy and appropriacy

6. Use existing ELTC materials? Pre-sessional course: Essay Writing • Choosing your sources • Evaluating your sources • Integrating source material into your essay • Structuring your essay • Presenting cited sources

7. OPAL research and design • Two-year secondment to the Institute for Academic Development at Edinburgh • OPAL: main secondment project (October 2012-September 2013)

8. O E-learning and e-tutoring Feedback in writing tuition OPAL Second language learning task design

9. Manifesto for Teaching Online “The possibility of the ‘online version’ is overstated. The best online courses are born digital”. (MSc in e-Learning, University of Edinburgh)

10. Priorities from reading • Pre-sessional ODL students should practise ‘enabling’ on-screen communication • Different styles of interaction: Chat, Discussion, more formal texts (staff) • Peer discussion as scaffolding for writing • Awareness-raising about local expectations – e.g. netiquette, critical thinking

11. OPAL (re)design • Introduction to e-Learning self-introduction, collaboration, Net as academic resource • Online Academic Communication netiquette; styles for Chat, Discussion, emails to staff • Exploring Academic Language in Your Field • Critical Reading and Writing evaluation, citation, acknowledgment (plagiarism) • e-Tools for Academic Writing reference tools in Word, Academic Phrase Bank

12. Spaces & activities

13. Materials

14. Week 3: Exploring Academic Language • Test 15 • Read 5 • Activity 15 • Read 10 • Discuss 30 Response to article on vocabulary learning • Read 10 • Activity 15 • Watch 15 • Activity 30 • Writ Journal 60 Reflection on week’s work → Tutor feedback • Discussion 15 Response to two Qs (reflections) • Chat 10

15. Pilot course

16. Participation • Introduction week • Discussion Board weeks 1-5 • Writing Journal weeks 1-5 • Mid-course questionnaire • End-of-course Evaluation (WJ5) • Goodbye • (Chat not calculated)

18. Evaluations

19. Week 5 writing task In your final piece of writing, we want you to evaluate OPAL. You should include the following: • summaryof what you have done and learned • evaluationof the course (positive and negative) • recommendationsfor future (would you suggest any changes?)

20. Students’ comments • Positive 79 • Negative 6 • Recommendations 8

21. what we had here was a vibrant academic discussion forum, and it was fun indeed. On a personal level, it helped to sharpen my analytical and critical thinking skills. I also discovered how to read critically. In all, I found these aspects more interesting because they challenged my intellect and also recognized my individuality as not just a student among multitudes of students; but more like a student with a voice, who is capable of having and expressing his opinions to the entire academic community. How nice!

22. On the whole, my evaluation of the course is a very positive one because it met all my expectations personally and academically and for this reason, I give kudos to the course organizers and instructors. In particular, I liked the encouraging attitude of the instructors, who maintained a positive outlook throughout the course and always challenged the students to do more, and be more.

23. I have had the most educative journey with OPAL. When it started, I did not think much of it. The first week was simple and it did not appear like there was any academic work. However, as the weeks progressed, it became more challenging and it involved thinking at an intellectual level. I am glad it was designed that way because it got me acquainted to the programme before more technical academic work was introduced.

24. Conclusions Evidence of evaluations = OPAL met participants’ felt needs and concerns In particular, reduced their worries about starting their ODL Masters programmes Positive effect of shift from conventional academic writing towards e-communication needs of beginning ODL students

25. Changes for 2014 Timing • 2013 pilot: final feedback and Goodbye tasks in University of Edinburgh’s Induction week • 2014 course: will begin and end one week earlier

26. Two versions of OPAL: • Pre-sessional tutored version, like 2013 pilot • Independent Study version (OPAL-IS) with ‘comparator’ texts written by pilot students Offering two formats: opens up pre-sessional preparation to wider ODL audience

27. Any questions?